Update on Equity and Disproportionality
Coordinated Early Intervening Services
(CEIS) Plan
January 15, 2014
Presented by Jonathan Roselin
Administrator of Equity and Disproportionality
Revised CEIS Plan
• Since MDUSD is still significantly
disproportionate in the area of
identifying African American
Students as Emotionally Disturbed,
we were required to submit a
revised CEIS Plan that will cover
the remaining 2013/2014 school
year and the 2014/2015 school
year.
Project Implementation & Status
• The 3 focus areas of the plan are:
– Positive Behavioral Intervention
Supports (PBIS)
– Culturally Responsive School
Environment
– Response to Instruction &
Intervention
Budget
MDUSD has allocated 15% if IDEA
funds or approximately $1,084,991
for the first year of implementation of
the district’s CEIS Plan.
We are projected to allocate an
additional $1,084,991 for the second
year of implementation.
Multi Disciplinary Team
• The School Board has approved the creation of a
multi-disciplinary team that will provide direct
support to our 6 pilot schools.
• The Multi-Disciplinary team consists of:
– Teacher on Special Assignment
– Psychologist
– Social Work Specialist
– Educational Consultant and Behavior
Management Specialist
Multi Disciplinary Team
• The Teacher on Special Assignment, Laura Hallberg,
began on November 12, 2013.
• The Social Work Specialist, Adelaide Nzeusseu, began
her assignment on December 16, 2013.
• The Educational Consultation and Behavior
Management Specialist, Sean Taylor, began his
assignment on December 16, 2013.
Multi Disciplinary Team
• The position of School Psychologist
has not yet been filled.
• Adding an additional position is being
considered.
Pilot Schools
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Ygnacio Valley High
Oak Grove Middle School
Riverview Middle School
Bel Air Elementary School
Rio Vista Elementary School
El Monte Elementary School
January Trainings
• On Monday, January 27, a nonstudent day, the full staffs of the six
pilot schools will have a half day
training with Tom Hierck around the
area of Pyramid of Behavior
Interventions and the Seven Keys
to a Positive Learning Environment.
January Trainings
• The staffs from the three secondary
schools will work with Tom in the
morning and the staffs from the
three elementary schools will work
with Tom in the afternoon.
January Trainings
• On Tuesday, January 28 through
Friday, January 31, we will be doing
a follow up Professional
Development training with Tom
Hierck around the Pyramid of
Behavior Interventions and the
Seven Keys to a Positive Learning
Environment with the school teams
that worked with Tom during our
Leadership Institute in August.
January Trainings
• These will be one day trainings for
the principal, any other available
administrators or support staff and
approximately three teachers from
the August Leadership Team.
January Trainings
• Below is the schedule for the trainings:
• Tuesday, 1/28
All high schools and Small necessary high schools
• Wednesday, 1/29
Half of the Elementary schools
• Thursday, 1/30
Half of the Elementary schools
• Friday, 1/31
All middle schools
Identifying Students
• The six pilot schools are currently in
the process of identifying their Tier
2 and Tier 3 students.
Process for identification of Target
Students
Step #1
The six pilot schools were
asked to identify their Tier
2 and Tier 3 students
based upon whatever
criteria they deemed
appropriate.
Process for identification of Target
Students
Step #2
Multidisciplinary Team will meet
with the site PBIS Teams to
secure additional information
about the referred students and
pre-referral interventions
attempted.
Process for identification of Target
Students
Step #3
Referred students will be
reviewed by the Team to
determine which risk
factors apply to each, the
services required and the
assigned Team members.
Process for identification of Target
Students
Step #3
Referred students will be
reviewed by the Team to
determine which risk
factors apply to each, the
services required and the
assigned Team members.
Process for identification of Target
Students
Step #4
Schools provided with the list of
all general education students
who would have qualified for
Tier 2 and Tier 3 based upon
the risk factors and advised to
follow-up to determine if they
continue to qualify for services.
Process for identification of Target
Students
Step #5
Team members assigned to design
individualized plans for follow-up
services for the identified students
and recommend site-based
interventions that should take place
prior to referrals for assessment or
alternative placements
Identification of Risk Factors
CEIS Plan
• African American Student
• Below Basic on CST in ELA or Math
• Two or More Letter Grades of F in a year
• Received SARB Letter #2
• Suspended after alternatives means were not
successful
• Administrative referral for support services
• Referred by Coordinated CARE Team after
Pre-referral interventions
Additional Risk Factors
for Consideration
• More than two support calls/office referrals for
behavior
• Request for SST consideration or referral for
assessment
• Inability to focus for a reasonable amount of time
that contributes to poor school performance or
classroom disruption
• Inability or unwillingness to maintain satisfactory
relationships with peers/adults
• Exhibits evidence of depression, self-destructive
or other internalizing behaviors that interfere
with school performance
Revised CEIS Plan
• The following are some of the
recommended revisions to the
current CEIS Plan:
Deletion of Life Skills and
Behavior Skills Classes
• Originally, the Plan included classes
at the high school level for students
with adjustment problems using the
“Why Try” or another similar
curriculum as an attempt to provide
direct services for secondary
students who were most at risk for
being identifying for special
education or singled out for
disciplinary action.
Deletion of Life Skills and
Behavior Skills Classes
• It was decided subsequently that
there was too much of a risk for
this class to single out the very
students that this program was
designed to divert from more
restrictive settings.
Staff Mini Grants
• In an effort to stimulate creativity
among staff in identifying
relevant approaches to
minimizing disproportionality
and that address the identified
focus areas, some opportunities
for individuals at school sites to
propose relevant interventions
has been added to the Plan
activities.
Staff Mini Grants
• The goal is to generate creative
responses to addressing
behavioral issues and to promote
the institutionalization of
successful practices. Mini
grants not to exceed $1000 each
for the purchase of supplies,
materials, release time and
reimbursable expenses will be
made available to the six pilot
schools.
Family Engagement
• The importance of providing
culturally responsive family
engagement, improving the
liaison between staff and
community and offering services
to families that maximize their
ability to support their children
who are experiencing challenges
in the educational system cannot
be underestimated.
Family Engagement
• This item will be utilized to contract
with community professionals to
provide direct services to groups of
culturally different students, develop
programs for families and provide
professional development for staff to
help schools in the development of
more effective methods for serving
challenged and challenging families.
Student Voices/Professional
Development
• The effective use of multimedia to
highlight student and community
voices to assist educators in
understanding how to make learning
more relevant and to emphasize the
importance of quality relationships
can have a significant impact on
changing educators’ beliefs, attitudes
and level of understanding of the
perspectives of students and families.
Student Voices/Professional
Development
• In addition, providing teachers
with videos of their own
practices and developing multimedia models of alternative
models of exemplary approaches
can be a valuable resource for
the Team to use in improving the
quality of services offered.
Professional Development:
Pilot School Staff
• The staff of the pilot schools will
have access to a variety of
professional development
offerings designed to improve
their skills in a variety of focus
areas including but not limited
to:
Professional Development:
Pilot School Staff
• -Culturally responsive education
• -Effective behavior management
strategies
• -Distinguishing between conduct
disorder and emotional disturbance
• -Unique approaches to serving
African American and other culturally
different populations
• -PBIS strategies
Social Work Interns
• The ability to provide some direct
services to students and families in
the pilot schools is essential to
diverting identified students from
special education.
• Individual, group and family
counseling will be provided in pilot
schools by supervised social work
interns.
Faith is taking the first step
even when you don’t see the
whole staircase
Martin Luther King Jr.